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VELS Level 3


The arts


Creating and making
At Level 3, students create and present works in a range of arts forms that communicate experiences, ideas, concepts, observations and feelings. They select and combine a range of arts elements, principles and/or conventions, and use a range of skills, techniques and processes, media, materials, equipment and technologies. They show evidence of arts knowledge when planning arts works for different purposes and audiences and identify techniques and features of other people’s works that inform their own arts making. They refine their work in response to feedback and self-evaluation.
Exploring and responding
At Level 3, students comment on the exploration, development and presentation of their arts works, including the use of specific arts elements, principles and/or conventions, skills, techniques and processes. They identify and describe key features of arts works from their own and other cultures, and use arts language to describe and discuss the communication of ideas, feelings and purpose in their own and other people’s arts works.

Progression point 2.25
Creating and making
  • awareness, based on investigation of other works, of how effects can be created when selected arts elements, principles and/or conventions are used and combined
  • improvisation, or visual brainstorming, using selected arts elements, principles and/or conventions to explore ways a given concept can be communicated
  • awareness of ways performing or visual skills or techniques observed in other people’s arts works could be used to communicate their own experiences and feelings
  • experimentation with different combinations of media, materials, equipment and/or technologies to create arts works that suit a chosen purpose
  • awareness in their own work of techniques and/or features drawn from other people’s works
Exploring and responding
  • awareness of ways they and others express ideas, feelings and purpose in arts works
  • identification, using appropriate arts language, of key features of their own and other people’s arts works
  • contribution to discussion about the cultural and historical contexts of their own and other people’s arts works

Progression point 2.5:

Creating and making
  • planning for arts works that is informed by an understanding of ways other artists have used and combined selected arts elements, principles and/or conventions to achieve specific effects
  • self-evaluation, focusing on selected arts elements, principles and/or conventions to enhance communication of a concept or idea
  • trials of ways of performing or visual arts skills or techniques observed in other people’s arts works could be used to communicate their own experiences and feelings
  • use of skills and techniques to effectively apply selected media, materials, equipment and/or technologies
  • awareness of ways other artists’ works have informed their own work
Exploring and responding
  • identification, using appropriate arts language, of ways ideas and feelings are explored and/or developed in their own arts works
  • identification of selected arts elements, principles, skills, techniques, processes, media, materials, equipment and/or technologies in their own or other people’s arts works
  • documentation of an investigation of the cultural or historical contexts of their own or other people’s arts works; for example, a collection of images

Progression point 2.75:

Creating and making
  • planning, informed by feedback, of ways to present arts works so that meaning and intentions are effectively communicated
  • refinement of works in response to feedback about the selection and use of arts elements, principles and/or conventions
  • use of performing or visual arts skills or techniques observed in other people’s arts works to communicate their own experiences and feelings
  • responses to feedback about the application of techniques and the use of selected media, materials, equipment and/or technologies
  • understanding of where and how specific techniques, media, materials, equipment and/or technologies, and/or other features of artists’ works have been used in their own arts works
Exploring and responding
  • reflection, using appropriate arts language, on the exploration, development and/or presentation of ideas and feelings in their own arts works
  • commentary on ways specific arts elements, principles, skills, techniques, processes and/or use of media and material communicate ideas in their own or other people’s arts works
  • identification of key features of arts works from their own and other cultures and times that shows emerging understanding of contexts

Civics and citizenship.


Civic knowledge and understanding
At Level 3, students demonstrate understanding of the contribution of people from the many culturally diverse groups that make up the Australian community. They sequence and describe some key events in Australia’s democratic history. They describe symbols and emblems of national life in Australia and identify values related to symbols and national celebrations and commemorations. They describe the purpose of government, some familiar government services and the roles of some leaders and representatives. They explain the difference between rules and laws and describe the qualities of a good law. They explain why protection and care for the natural and built environment is important.
Community engagement
At Level 3, students contribute to the development and support of class rules and participate in school celebrations and commemorations of important events. They describe some of the roles and purposes of groups in the community. They work with other students to identify a local issue and plan possible actions to achieve a desired outcome. They describe the benefits of action at the local level and the democratic aspects of the process. They participate in activities to protect and care for the natural and built environment.

Progression point 2.25:
Civic knowledge and understanding
  • identification of similarities and differences among familiar groups; for example, in language, food and festivals
  • identification of symbols of Australia such as the flag or the anthem
  • recognition and discussion of the qualities of good leaders and representatives
  • recognition of the purpose of rules in the classroom and school
Community engagement
  • appreciation of the reasons for class rules and their benefits
  • identification of ways of caring for the natural and built environment; for example, using recycling bins and taking responsibility for class resources
  • identification of the roles of volunteers in the community; for example, volunteer groups in the school

Progression point 2.5:

Civic knowledge and understanding
  • understanding of cultural aspects of the lives of people in familiar groups; for example, religion, language, customs, family
  • understanding of the values reflected in Australia’s national symbols, emblems, celebrations and commemorations
  • identification of roles and responsibilities of leaders and representatives, such as a mayor or premier, in the community
  • recognition of the differences between rules and laws
Community engagement
  • their contributions to the development of fair class rules
  • participation in group planning for caring for the natural and/or built environment in their local area
  • consideration of the roles and purposes of groups in the community; for example, local service organisations

Progression point 2.75

Civic knowledge and understanding
  • understanding of the ways in which people from various cultural groups have contributed to the nation
  • awareness of the ways that they and other Australians celebrate and commemorate important events
  • knowledge of the contributions of individual leaders and representatives in Australia, both past and present
  • reflection on the qualities of good laws and principles and values such as equality before the law
Community engagement
  • modelling of rules in the class and school
  • implementation, with teacher support, of plans to protect and care for the natural and built environment
  • development, with teacher assistance, of an action plan to address an issue of concern such as the care of elderly people or litter in the yard

Communication


Learning focus

As students work towards the achievement of Level 4 standards in Communication, they listen attentively when required and learn to respond and interject appropriately. They learn about appropriate body language when reacting to a speaker and use feedback from peers and the teacher on their own body language to improve their reactions. They practise paraphrasing what a speaker has said to check meaning and ask clarifying questions where meaning is unclear.
Students explore a range of aural, written and visual communication forms such as the Internet, film, texts and music which illustrate a variety of perspectives on a range of topics and ideas. They learn how to identify the main message, develop their own interpretation, and provide evidence to support it. They explore reasons for other interpretations not being the same as theirs and learn to respect the right of others to express opinions.
During both formal and informal presentations, students explore the use of a range of verbal and non-verbal strategies, to enhance meaning and to engage their audience; for example, physical positioning in the room and use of props, costume, humour and audience participation. They begin to order logically the ideas that they wish to communicate. When developing formal presentations, students experiment with various forms; for example, a dramatic performance and use of presentation software. With guidance, they reflect on their own and others’ presentations and note the features that make them effective.

Standards

In Communication, standards for assessing and reporting on student achievement are introduced at Level 4. The learning focus statements for Levels 1 to 3 provide advice about learning experiences that will assist students to work towards the achievement of the standards at Level 4.

Design, creativity and technology.

Investigating and designing
At Level 3 students, individually and in teams, generate ideas based on a design brief, demonstrating understanding that designs may need to meet a range of different requirements. They use words, labelled sketches and models to communicate the details of their designs, and clarify ideas when asked. They identify simple systems components and common materials/ingredients and explain the characteristics and properties that make them suitable for use in products. Students think ahead about the order of their work and list basic steps to make the product or system they have designed.
Producing
At Level 3, students use their list of steps and are able to choose appropriate tools, equipment and techniques to alter and combine materials/ingredients and assemble systems components. They use a variety of simple techniques/processes and a range of materials/ingredients to safely and hygienically alter and combine materials/ingredients and put together components to make products and simple systems that have moving parts.
Analysing and evaluating
At Level 3, students test, evaluate and revise their designs, products or simple systems in light of feedback they have gained from others. They identify what has led to improvements and describe what they consider to be the strengths and drawbacks of their design, product or simple system. They consider how well a product or simple system functions and/or how well it meets the intended purpose.

Progression point 2.25:

Investigating and designing
  • imaginative ideas, shown through labelled sketches and oral description (with significant teacher prompting) in response to a simple design brief
  • identification of common materials/ingredients, such as paper, cardboard, fabric, wood and flour, that are used in familiar products
  • teacher-guided identification of the main steps required to make a product or simple system they have designed
Producing
  • spontaneous trial-and-error approach when making a simple product, and awareness, when prompted by the teacher, of the steps involved
  • with significant teacher direction and assistance, use of a few basic tools, equipment and simple techniques to make a product; for example, preparing and combining familiar materials, ingredients or components
Analysing and evaluating
  • simple, teacher-directed testing of their product or simple system; for example, placing weight on a package to test its strength
  • understanding of how their product/system meets a particular requirement of the design brief, for example, through oral description

Progression point 2.5:

Investigating and designing
  • with a team, generation of imaginative ideas in response to a design brief
  • communication of design ideas using labelled sketches and experimental models, and oral explanations when prompted
  • with teacher assistance, identification of obvious characteristics or properties, such as hard, soft, stretchy and sweet, of common materials/ingredients used in familiar products
  • identification and ordering of the main steps required to make a product or simple system they have designed
Producing
  • some reference to production steps, and spontaneous trial-and-error approach when making a product
  • with teacher direction and guidance, particularly about safety and hygiene, use of familiar materials, tools, equipment and simple techniques to make a product
Analysing and evaluating
  • simple testing, with teacher support, of their product/systems, with a view to possible revisions
  • identification of the positive and negative aspects of their product/system; for example, ‘It is too salty but nice and crunchy.’

Progression point 2.75:

Investigating and designing
  • independent generation of imaginative ideas based on the requirements of a design brief, with recognition that designs may need to meet more than one requirement
  • communication of design ideas using words, labelled sketches, models, and oral and/or written clarification when asked
  • identification of the characteristics and properties of common materials, ingredients or components that make them suitable for use in particular products or simple systems; for example, wheels and axles on a vehicle, honey in a cake mixture
  • identification and ordering of the main steps required to make a product or simple system they have designed, including reference to teacher-identified safety considerations
Producing
  • identification of the steps required to make a product or assemble a simple system, and a spontaneous trial-and-error approach to making modifications to components or substituting ingredients
  • with teacher guidance, particularly about safety and hygiene, use of familiar tools, equipment and simple techniques to prepare, alter and combine materials, ingredients or components to make a product or simple system
Analysing and evaluating
  • following teacher-supported testing, an evaluation and revision of their product/system
  • with teacher prompting, communication of reasons for changes being made; for example, ‘Ali said it was too sour.’
  • reflection on how well the product/system works, its suitability for the purpose, its strengths, and aspects that could be improved

Interpersonal development


Building social relationships
At Level 3, students demonstrate respect for others and exhibit appropriate behaviour for maintaining friendships with other people. They support each other by sharing ideas and materials, offering assistance, giving appropriate feedback and acknowledging individual differences. They work with others to reduce, avoid and resolve conflict.
Working in teams
At Level 3, students cooperate with others in teams for agreed purposes, taking roles and following guidelines established within the task. They describe and evaluate their own contribution and the team’s progress towards the achievement of agreed goals.

Progression point 2.25:

Building social relationships
  • inclusive behaviour that recognises similarities and acknowledges difference
  • knowledge of the personal attributes that contribute to friendship
  • development of behaviours that promote harmonious social relationships; for example, sharing, helping and listening
  • recognition of the attitudes and behaviours that might cause conflict between peers
Working in teams
  • recognition of the right of all team members to participate and feel accepted as a part of that group
  • awareness of the team goals
  • understanding of the need to allocate roles
  • independent description of their own contribution to group tasks

Progression point 2.5:

Building social relationships
  • awareness of the need to consider the feelings and opinions of others
  • recognition of, and appropriate responses to, the friendly behaviour of others; for example, giving a compliment, saying thank you or inviting participation in group activities
  • respect for different needs when maintaining harmonious social relationships
  • awareness of strategies for reducing conflict with peers
Working in teams
  • effective communication skills when sharing information among team members
  • understanding of task guidelines and roles to be performed to achieve team goals
  • use of strategies for clarifying expectations of roles; for example, asking questions and offering explanations
  • use of strategies for monitoring the group’s progress when attempting to complete tasks

Progression point 2.75:

Building social relationships
  • use of strategies for adapting their behaviour in response to the needs of others
  • use of strategies for bonding with others in the development of friendship; for example, providing them with appropriate feedback
  • use of strategies for responding to different needs when attempting to maintain harmonious social relationships; for example, discussing, giving and encouraging
  • positive behaviour that aims to reduce conflict with peers; for example, offering to share materials
Working in teams
  • support of other team members and positive response to support offered by others
  • planning of tasks to achieve team goals
  • flexibility; for example, performing various roles, including following and leading
  • awareness of strategies for evaluating their own and others’ contributions to agreed goals

Mathematics


Number
At Level 3, students use place value (as the idea that ‘ten of these is one of those’) to determine the size and order of whole numbers to tens of thousands, and decimals to hundredths. They round numbers up and down to the nearest unit, ten, hundred, or thousand. They develop fraction notation and compare simple common fractions such as 3/4 > 2/3 using physical models. They skip count forwards and backwards, from various starting points using multiples of 2, 3, 4, 5, 10 and 100.
They estimate the results of computations and recognise whether these are likely to be over-estimates or under-estimates. They compute with numbers up to 30 using all four operations. They provide automatic recall of multiplication facts up to 10 × 10.
They devise and use written methods for:
  • whole number problems of addition and subtraction involving numbers up to 999
  • multiplication by single digits (using recall of multiplication tables) and multiples and powers of ten (for example, 5 × 100, 5 × 70 )
  • division by a single-digit divisor (based on inverse relations in multiplication tables).
They devise and use algorithms for the addition and subtraction of numbers to two decimal places, including situations involving money. They add and subtract simple common fractions with the assistance of physical models.
Space
At Level 3, students recognise and describe the directions of lines as vertical, horizontal or diagonal. They recognise angles are the result of rotation of lines with a common end-point. They recognise and describe polygons. They recognise and name common three-dimensional shapes such as spheres, prisms and pyramids. They identify edges, vertices and faces. They use two-dimensional nets, cross-sections and simple projections to represent simple three-dimensional shapes. They follow instructions to produce simple tessellations (for example, with triangles, rectangles, hexagons) and puzzles such as tangrams. They locate and identify places on maps and diagrams. They give travel directions and describe positions using simple compass directions (for example, N for North) and grid references on a street directory.
Measurement, chance and data
At Level 3, students estimate and measure length, area, volume, capacity, mass and time using appropriate instruments. They recognise and use different units of measurement including informal (for example, paces), formal (for example, centimetres) and standard metric measures (for example, metre) in appropriate contexts. They read linear scales (for example, tape measures) and circular scales (for example, bathroom scales) in measurement contexts. They read digital time displays and analogue clock times at five-minute intervals. They interpret timetables and calendars in relation to familiar events. They compare the likelihood of everyday events (for example, the chances of rain and snow). They describe the fairness of events in qualitative terms. They plan and conduct chance experiments (for example, using colours on a spinner) and display the results of these experiments. They recognise different types of data: non-numerical (categories), separate numbers (discrete), or points on an unbroken number line (continuous). They use a column or bar graph to display the results of an experiment (for example, the frequencies of possible categories).
Structure
At Level 3, students recognise that the sharing of a collection into equal-sized parts (division) frequently leaves a remainder. They investigate sequences of decimal numbers generated using multiplication or division by 10. They understand the meaning of the ‘=’ in mathematical statements and technology displays (for example, to indicate either the result of a computation or equivalence). They use number properties in combination to facilitate computations (for example, 7 + 10 + 13 = 10 + 7 + 13 = 10 + 20). They multiply using the distributive property of multiplication over addition (for example, 13 × 5 = (10 + 3) × 5 = 10 × 5 + 3 × 5). They list all possible outcomes of a simple chance event. They use lists, venn diagrams and grids to show the possible combinations of two attributes. They recognise samples as subsets of the population under consideration (for example, pets owned by class members as a subset of pets owned by all children). They construct number sentences with missing numbers and solve them.
Working mathematically
At Level 3, students apply number skills to everyday contexts such as shopping, with appropriate rounding to the nearest five cents. They recognise the mathematical structure of problems and use appropriate strategies (for example, recognition of sameness, difference and repetition) to find solutions.
Students test the truth of mathematical statements and generalisations. For example, in:
  • number (which shapes can be easily used to show fractions)
  • computations (whether products will be odd or even, the patterns of remainders from division)
  • number patterns (the patterns of ones digits of multiples, terminating or repeating decimals resulting from division)
  • shape properties (which shapes have symmetry, which solids can be stacked)
  • transformations (the effects of slides, reflections and turns on a shape)
  • measurement (the relationship between size and capacity of a container).
Students use calculators to explore number patterns and check the accuracy of estimations. They use a variety of computer software to create diagrams, shapes, tessellations and to organise and present data.
Progression point 2.25: Progression point 2.5 Progression point 2.75:
Number* use of place value (as the idea that ‘ten of these is one of those’) to determine the size and order of whole numbers to hundreds
  • use of money as a model for grouping and unpacking lots of 10s
  • rounding of amounts of money up and down to the nearest dollar
  • use of written number sentences such as 20 ÷ 4 = 5 to summarise sharing (partition) and ‘how many?’ (quotition) processes
  • use of fractions with numerators other than one; for example, 3/4 of a block of chocolate
 Number* addition and subtraction of amounts of money including calculation of change from $10
  • automatic recall of number facts from 2, 5 and 10 multiplication tables
  • use of strategies such as ‘near doubles’, ‘adding 9’ and ‘build to next 10’ to solve addition and subtraction problems
  • use of written methods for whole number problems of addition and subtraction involving numbers up to 99
  • development and use of fraction notation and recognition of equivalent fractions such as
    1/2 = 4/8 , including the ordering of fractions using physical models
 Number* use of place value (as the idea that ‘ten of these is one of those’) to determine the size and order of decimals to hundredths
  • use of algorithms for the addition and subtraction of numbers to two decimal places
  • representation of multiplication as a rectangular array and as the area of a rectangle
  • use of fact families
    (5 × 7 = 35, 35 ÷ 7 = 5) to solve division problems
Space* use of instructions to create tessellations such as in paving and brickwork patterns
  • recognition and naming of familiar three-dimensional shapes
  • use of ‘vertical’ and ‘horizontal’ to describe orientation
  • determination of approximate north by considering the position of the sun
  • use of a grid to refer to objects on a map
 Space* identification of shapes in terms of faces, edges and vertices
  • representation of angles formed dynamically; for example, between the hands of a clock or between their own limbs, and explanations of these angles in terms of simple fractions of a complete revolution
  • construction of prisms and pyramids from their two-dimensional nets
  • orientation of north, south, east and west from their own current position
 Space* knowledge of the names of polygons using Greek prefixes; for example, hexagon
  • construction of balls (for example, tennis balls, footballs, soccer balls and beach balls) from flexible, two-dimensional pieces of material, and a template
  • representation of an object by drawing its plan
  • construction of a model for an angle using rotation of lines
Measurement, chance and data* use of formal units of measurement; for example, metres to measure length, and hour, minute and second for time
  • application of estimations using personal units, such as pace length and arm span, and comparison with measures using formal units, such as metres and centimetres
  • use of ruler and tape measure (linear scale) and trundle wheel (circular scale) to validate estimates of length
  • setting of temperature in Celsius on a circular scale; for example, on an oven, and estimation of temperature in degrees Celsius
  • displays of data as a column or bar graph
 Measurement, chance and data* estimation and measurement of mass, volume and capacity of common objects; for example, kilogram of flour, litre of soft drink
  • reading of analogue clocks to the nearest quarter of an hour
  • construction and interpretation of a daily timetable
  • identification of events which are equally likely
  • construction of an appropriately labelled bar graph
 Measurement, chance and data* calculation of area through multiplication of the length of a rectangle by its width
  • estimation of angle in terms of quarter turns and half turns
  • investigation of the fairness of events such as gambling and games through experimentation
  • comparison of the likelihood of everyday events and linking of events with statements about how likely they are to occur
  • understanding of the distinction between discrete and continuous scales
Structure* knowledge of the effect of multiplying by ten on the location of the decimal point in a number
  • use of lists, venn diagrams and grids to record items that have a certain attribute
  • selection of a sample from a population
  • recognition that one set is or is not a subset of another
  • use of ‘=’ to indicate equivalence or the result of a computation
 Structure* variation of order and grouping of addition (commutative and associative property) to facilitate computations; for example,
  • 3 + 5 + 7 + 5
  • = 3 + 7 + 5 + 5

  • 10 +10

20
  • specification of all possible outcomes of a simple chance event
  • construction of number sentences
  • calculations using notation such as ‘3 + 5 − 2 =’
 Structure* use of distributive property in calculations; for example, 6 × 37
  • = 6 × 30 + 6 × 7
  • construction of lists, venn diagrams and grids to be used for recording combinations of two attributes
Working mathematically* identification of pattern and similarity in data sets and shapes, and use of pattern, often by observing a set of simpler situations, as a problem solving strategy
  • use of materials and models to solve problems and explain answers
  • checking of accuracy of calculations with a calculator
  • use of technology to create and manipulate shapes and simple maps
 Working mathematically* selection of appropriate situations for the use of a guess–check–improve strategy
  • explanation and comparison of alternative computation methods
 Working mathematically* use of materials and models to illustrate and test generalisations
  • rephrasing of a problem or representing it using a physical model, diagram, list or table as a problem solving strategy
  • selection of multiplication and division as more efficient processes than repeated addition and subtraction
  • application of number skills to solve routine problems from everyday contexts
  • partitioning of a task into smaller sub-tasks

Personal learning


Level 3 standard
The individual learner
At Level 3, students describe the factors that affect learning and identify strategies that will enhance their own learning. With support, they identify their learning strengths and weaknesses and learning habits that improve learning outcomes. They seek teacher feedback to develop their content knowledge and understanding. They make and justify some decisions about their learning and, with support, set learning improvement goals. They contribute to the development of protocols that create a positive learning environment in the classroom.
Managing personal learning
At Level 3, students set short-term, achievable goals in relation to specific tasks. They complete short tasks by planning and allocating appropriate time and resources. They undertake some multi-step, extended tasks independently. They comment on task progress and achievements. They manage their feelings in pursuit of goals and demonstrate a positive attitude towards their learning.

Progression point 2.25:
The individual learner
  • with teacher direction, use of prior knowledge as an important source for learning
  • preparation for learning; for example, organisation and concentration
  • knowledge of the role of questions in learning
  • awareness of behaviours that contribute to a positive learning environment; for example, being quiet when appropriate, exhibiting friendly and safe behaviour, participating in structured discussion
Managing personal learning
  • preparation for learning through maintenance of basic resources such as pencils, paper, notebooks
  • knowledge of strategies, such as planning, setting priorities and seeking help, for completing tasks
  • awareness of personal factors in successful task management; for example, optimism, cooperation, application, perseverance and organisation
  • strategies for identifying choices that influence learning goals; for example, listening to others, exploring possibilities, considering alternatives

Progression point 2.5

The individual learner
  • with teacher guidance, gathering of information and knowledge from a variety of sources
  • awareness of their personal learning preferences
  • thoughtful questioning and sharing of ideas
  • use of questioning to clarify meaning
Managing personal learning
  • organised behaviour with personal resources such as books and equipment
  • planning and time management for completing short tasks
  • monitoring of progress during a task through self correction, self explanation and discussion
  • reflection, with teacher direction, to identify personal goals

Progression point 2.75:

The individual learner
  • use of strategies for linking prior knowledge with learning; for example, discussion, questioning, reflection, and checking past worksheets or notes
  • with teacher direction, use of strategies which assist personal learning; for example, summarising, trial and error, perspective taking, and completing homework
  • interest in the feelings, needs, ideas and opinions of others
  • responsiveness to advice about their own learning strengths and weaknesses
Managing personal learning
  • maintenance of organised learning records such as neat notebooks and orderly portfolios
  • use of strategies to manage tasks; for example, questioning, reflecting, experimenting, adapting and seeking help
  • attributes that influence successful task management; for example, optimism, cooperation, application, perseverance, organisation
  • reflection, with teacher direction, on learning priorities and goal setting

Science


Science knowledge and understanding
At Level 3, students classify a range of materials such as solids, liquids and gases according to observable properties, and demonstrate understanding that this system of classification of substances is sometimes problematic. Students describe examples of reversible and non-reversible changes in substances.
Students identify the actions of forces in everyday situations. They use the words push and pull in discussing how things can be moved and stopped. They identify forms of energy and energy transformations in the everyday world. They use appropriate scientific vocabulary to describe and explain their observations and investigations.
Students identify and describe the structural features of living things, including plants and animals. They identify how these features operate together to form systems which support living things to survive in their environments. They distinguish between biotic and abiotic factors in their environment and describe interactions that occur between them. They describe natural physical and biological conditions, and human influences in the environment, which affect the survival of living things. They describe the relationship between day and night and the rotation of the Earth. Students explain how features of the landscape are altered by processes of weathering and erosion.
Science at work
At Level 3, students plan, design, conduct and report collaboratively on experiments related to their questions about living and non-living things and events. They select and use simple measuring equipment, use a range of appropriate methods to record observations, and comment on trends. They describe the concept of a fair test and identify the variables associated with an experiment. They develop fair tests to make comparisons and explain how they have controlled experimental variables.
Students describe safety requirements and procedures associated with experiments. They explain how scientific knowledge is used, or could be used, to solve a social issue or problem. They describe aspects of the work of scientists and how this has contributed to science knowledge.

Progression point 2.25:

Science knowledge and understanding
  • awareness of similarities and differences between materials in a group
  • awareness of the living (biotic) and non-living (abiotic) components of the environment
  • knowledge of everyday changes related to one or more of matter, space, energy and time; for example, the melting of ice to form water, storm damage, personal use of resources, use of magnets to open and close doors, use of pushes and pulls to change the shape of objects
Science at work
  • recording of observations made during teacher-directed experiments involving measurement and the collection and recording of data
  • reporting of observations and experiments using both general and science-specific language
  • recognition of simple patterns evident in collected data
  • awareness of safety procedures undertaken during experiments
  • awareness of science activities occurring in the local community

Progression point 2.5:

Science knowledge and understanding
  • sorting of materials using basic criteria such as size, shape, colour and weight, and awareness that different criteria will result in different groupings
  • knowledge of interactions that are observed occurring between living (biotic) and non-living (abiotic) components of the environment
  • knowledge of how change related to one or more of matter, space, energy and time may be of benefit to society; for example, the use of heating and cooling in cooking, use of brakes in bicycles, personal responsibility in litter reduction, use of electromagnets, use of pushes and pulls to make objects move and stop
Science at work
  • recording of observations made over time, subsequent predictions, and their testing in teacher-guided experiments
  • reporting of observations and experiments, using science-specific language to record what went well and where difficulties were encountered
  • recognition of trends evident in collected data
  • use of specific safety procedures during experiments
  • knowledge of the science involved in a social issue or problem

Progression point 2.75:

Science knowledge and understanding
  • classification of a range of materials as solids, liquids and gases, with reference to the observable properties of the materials
  • understanding of events which may affect the sustainability of interactions occurring between living (biotic) and non-living (abiotic) components of the environment
  • understanding of how change related to one or more of matter, space, energy and time may both benefit and harm society; for example, forest destruction and regeneration in bushfires, the risks and benefits of space travel, personal and community action in recycling programs, the effect of magnets on navigation, forces at work in cars, buses and trains
Science at work
  • generation of questions about situations and phenomena which lead to collaborative planning, designing and conducting of experiments
  • reporting of experiments, using science-specific language to record variables and characteristics of a fair test
  • understanding of patterns and related trends evident in collected data
  • understanding and recording of required safety procedures during experiments
  • understanding of how the work of a particular scientist has benefited society

Thinking processes


Reasoning, processing and inquiry
At Level 3, students collect information from a range of sources to answer their own and others’ questions. They question the validity of sources when appropriate. They apply thinking strategies to organise information and concepts in a variety of contexts, including problem solving activities. They provide reasons for their conclusions.
Creativity
At Level 3, students apply creative ideas in practical ways and test the possibilities of ideas they generate. They use open-ended questioning and integrate available information to explore ideas.
Reflection, evaluation and metacognition
At Level 3, students identify strategies they use to organise their ideas, and use appropriate language to explain their thinking. They identify and provide reasons for their point of view, and justify changes in their thinking.

Progression point 2.25:

Reasoning, processing and inquiry
  • collection of information to answer their teachers’ questions
  • use of simple thinking strategies, as modelled by the teacher, to sort information; for example, using a sunshine wheel to brainstorm ideas
  • understanding that there are many factors involved in thinking through issues
Creativity
  • development of questions about creative possibilities within familiar contexts
Reflection, evaluation and metacognition
  • when prompted, awareness of their thinking strategies
  • when prompted, articulation of what they are thinking

Progression point 2.5:
Reasoning, processing and inquiry
  • consideration about where to begin to collect information to answer their own questions
  • awareness of the difference between fiction and non-fiction sources
  • use of simple thinking strategies for organising information and concepts; for example, using a simple concept map
  • understanding of a sequence of events
Creativity
  • exploration of creative ideas using open-ended questions about familiar contexts; for example, asking why and how an event happened and what might or could have happened
Reflection, evaluation and metacognition
  • understanding of the thinking strategies they use in different curriculum contexts
  • understanding and communication of how they arrive at their thinking

Progression point 2.75:
Reasoning, processing and inquiry
  • with teacher guidance, collection of information from a range of sources to answer their own and others’ questions
  • awareness of authorship of information sources; for example, who wrote the information and what is their background
  • identification of the steps involved in solving a problem
Creativity
  • generation of creative possibilities around a topic; for example, contributing ideas about different aspects for investigation in a topic
  • use of responses to questions as information for further inquiry
Reflection, evaluation and metacognition
  • independent selection of appropriate thinking strategies for organising their ideas
  • identification and examples of the differences between their prior and current thinking, using suitable language